Lost in Translation in the Study of Mentoring 17 Years Later

Autor/in	Orland-Barak, Lily
Titel	Lost in Translation in the Study of Mentoring 17 Years Later
Quelle	In: Journal of Teacher Education, 74 (2023) 2, S.140-143 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871231160377
Schlagwörter	Mentors; Models; Educational Research; Reflective Teaching; Faculty Development; Field Instruction; Teacher Education + Suchen Sie Ihr Suchwort? Analogiemodell; Bildungsforschung; Pädagogische Forschung; Praxisklasse; Lehrerausbildung; Lehrerbildung
Abstract	In this article I describe and reflect on my evolving understandings of the study of mentoring since the publication of the 2005 article in the Journal of Teacher Education. My reflective journey suggests stressing two assertions to the study of mentoring. One, that there is a need to develop a more multidimensional and integrated conception of mentoring which draws on integrated models of mentoring and focuses on mentor-mentee/s dyadic and collaborative interactions as units of analysis and interpretation. Two, that we should go deeper into how mentors' sense-making of being 'lost or found in translation' as agents of change operates within complex fields of interaction, at multiple policy, personal and interpersonal levels. Thus a curriculum for learning to mentor should also include contents related to policy learning. I elaborate on these understandings throughout the paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01